Transcript Governor’s Education Summit - Great Lakes Bay Instruction

School Improvement Strategies that are
“Getting Results”
in the Great Lakes Bay Region
November 9, 2012
All Students Career & College Ready in
the Great Lakes Bay Region
Great Lakes Bay
Alliance
• Business Leaders
• Education Leaders
• Community Leaders
Great Lakes Bay
Educational
Collaborative
• 3 ISDs
• Local District Reps
• SVSU
• Delta
• Northwood
Great Lakes Bay
Instructional Services
• 3 ISDs
• Staff & consultants
• Teaming with
university/business partners
• Reaching 6,000 educators
• Impacting 53,000 students
in academic core
competencies
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Deb Dunbar, Director
[email protected]
Great Lakes Bay Instructional Services
Bay-Arenac ISD, Midland County ESA, Saginaw ISD
Margy Dewey, Principal
Central Elementary School
Bangor Township Schools
[email protected]
Ben Cronkright, Principal
[email protected]
Sylvia Gilvydis, Teacher
[email protected]
Carpenter Street Elementary School
Midland Public Schools
Trent Mosley, Dean
Arthur Eddy
Saginaw Public Schools
[email protected]
Dr. Don Clark, Assistant Principal
Connie Beson-Steger, Teacher
Bay City Central High School
Bay City Public Schools
[email protected]
[email protected]

Guided School Improvement Available Across Region
Meeting School Improvement, Title I, NCA Requirements through AdvancED
Putting the Pieces
Together
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MEAP scores were the lowest of the three elementary
schools
Discipline referrals and suspensions were the highest
of the three elementary schools in the district
Instructional practices for reading were loosely
defined
We did not have systems in place to produce accurate
data on student achievement to determine specific
needs
We did not have a system to provide interventions to
students
Victoria Bernhardt writes, “A clear and shared vision and
leadership play major parts in data driven decision
making. If there is no focus or unified front in a school,
there is also no continuum of learning that makes sense
for students, and no structure to increase student
achievement.”
What would our school look like, sound
like and feel like in terms of
 Curriculum
 Instruction
 Assessment
 Learning Environment
when our vision is achieved?
SocialEmotional
Pieces
Positive
Behavior
Support
Multi-tiered
System of
Support for
Math
Academic
Pieces
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10
School Culture
What I Never Told You
SchoolYear
DemographicGroup
All Students
White
Asian American
Black
American Indian
Mexican-American
Hispanic or Latino
Not Econ
Disadvantaged
Econ Disadvantaged
SpecialEd Yes
Title1 Yes
Homeless Yes
Female
Male
200820092010201120122009
2008-2009 2010
2009-2010 2011
2010-2011 2012
2011-2012 2013
2012-2013
#
%
#
%
#
%
#
%
#
%
401
100.0%
404
100.0%
368
100.0%
380
100.0%
376
100.0%
377
94.0%
381
94.3%
338
91.8%
350
92.1%
344
91.5%
1
0.2%
2
0.5%
3
0.8%
3
0.8%
2
0.5%
15
3.7%
12
3.0%
15
4.1%
15
3.9%
13
3.5%
1
0.2%
1
0.2%
2
0.5%
2
0.5%
3
0.8%
7
1.7%
8
2.0%
10
2.7%
10
2.6% 14
3.7%
121
280
67
105
-
30.2%
69.8%
16.7%
26.2%
-
194
207
48.4%
51.6%
134
270
72
143
2
202
202
33.2%
66.8%
17.8%
35.4%
0.5%
50.0%
50.0%
126
242
53
156
1
173
195
34.2%
65.8%
14.4%
42.4%
0.3%
47.0%
53.0%
157
223
60
122
15
190
190
41.3%
58.7%
15.8%
32.1%
3.9%
50.0%
50.0%
152
224
47
201
15
177
199
40.4%
59.6%
12.5%
53.5%
4.0%
47.1%
52.9%
Free powerpoint template: www.brainybetty.com
12
The focus of year 1 training
Sets expectations for student behavior
Teaches the expectations for student behavior in all
areas of the school
 Provides Tier 2 and Tier 3 Supports
 Integrated with our Responsible Thinking Process
 Intentional Data Collection through SWIS
 Acknowledges students for appropriate behavior
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• PAWS Pride
• Blue Tickets
• Go Green
Free powerpoint template: www.brainybetty.com
13
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14
•Works Paw in Paw with Positive Behavior
Support
•6 Tenets, 8 Expectations, 17 Classroom Practices
•Life Principles
•Intentionally teaches social skills
•Incorporates best teaching practices, including
brain based learning strategies emphasizing
movement
•Develops a climate of mutual respect and
empathy
Free powerpoint template: www.brainybetty.com
15
•71% of the staff has attended the 4 day training
•3 additional staff has attended a 1 day introduction
•Practices we have implemented:
•Model Bobcat to acknowledge students who
demonstrated the Life Principle of the month
•Word of the Week
•Weekly Crew Meeting to acknowledge students,
reinforce practices and develop community
•The Magic Triad
•The 8 Expectations for Living
•School wide focus on Empathy, Compassion, and
Respect
Great Expectations Implementation Positive Behavior Support Implementation
P
r
o
c
e
s
s
D
a
t
a
We are seeing a
decrease in
discipline
referrals
Major and Minor
Infractions
Major Infractions
• Year 2 – Reading Focus
•Defined our Tier 1 Core Reading program
•Saxon Phonics – K-2
•Use of leveled books for guided reading
•Daily 5/Café
•Whole group lesson
•Established a 90 minute reading block
•Expanded DIBELS to K-5
•Implemented BAS Assessments
•Took the first steps toward interventions using the
Florida website and Read Naturally
•Hired curriculum coaches for language arts and
math
• Year 3 Focus is scheduled interventions
• Expanding the MTTS model to include math
• Scheduled Reading Block and Math Block for 90
minutes each
• Scheduled 30 minute Math and Reading
intervention blocks
• Reassignment of aides to intervention groups, not
grade levels
• Reassignment of Reading Recovery teachers to
Interventionists who oversee the aides
• Implementation of the NWEA assessment system to
provide math data and additional reading data
BAS
Reading
18% change
6%
change
25% change
29%
change
37% change
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
12%
43%
46%
20%
20%
20%
52%
50%
50%
29%
30%
30%
38%
32%
31%
36%
32%
21%
Series 3
Series 2
Series 1
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
19%
49%
32%
30%
20%
14%
48%
48%
55%
28%
43%
44%
25%
56%
44%
24%
18%
24%
Series 3
Series 2
Series 1
Kindergarten and Pre-K Curriculum Days
Watch D.O.G.S.
Math Night
Literacy Night
Parent S.O.S. (Save Our Sanity) – coming soon
“To get through the hardest journey, we need to take only one step at
a time, but we must keep on stepping.”
Chinese Proverb
“It’s not about perfect. It’s about effort. And when you
bring that effort every single day, that’s where
transformation happens. That’s how change occurs.”
Jillian Michaels
Midland, MI
Beating the Odds- 2011
One of seven elementary buildings within
Midland Public Schools
• 312 students
• School-wide Title I
• Recent consolidation increased economically
disadvantaged population
• Student composition falls along the
continuum… children of business executives to
children without homes.
•
Progress
Monitoring
DIBELS & SWIS: MiBLISi
Sequence: track and monitor
reading and behavior
•
Goals for quality screening:
identify students at-risk or
potentially at-risk
•
Interventions (See next slide):
team prescribes a diagnosis and
a resolution (reading & behavior)
Progress Monitoring- teacher led
•
Side effects include: teacher
professionalism, i.e. a measure of
accountability. General ed.
resources are truly exhausted
before a REED begins. Creates a
demand to collaborate on a
consistent basis, i.e. Next Needs
Meetings
•
•
Interventions
DIBELS/SWIS
PALS
Phonics for
Reading
REWARDS
Quick Reads
Wilson/Barton
Read Naturally
CHAMPS
• School-wide behavior
expectations
Tier 2
• CICO
• Social Groups
Tier 3
• Functional Behavior
Analysis- Individualized
Social Work
Ongoing PDFocus on
Student
Engagement
Professional
Curriculum
Professional
TeachingMarzano’s Art and
Science of Teaching
(Comprehensive
Framework)
Saxon Phonics
6-min solutions
Strategies that Work
Accelerated
Reader/Reading Promise
Time
&
Resources
• review progress/ status check: report out
Academic • Team approach to problem solving
& Behavior
• Gathering input from everyone involved in the process
• Develops a strong relationship between Spec. Ed, Gen.
360
Ed., Paraprofessionals
approach
• Validate current needs, assess/reassess resources
Validate & • Develop action items with delegated responsibilities
Assess
MEAP % proficient(cut scores applied)- 3rd Grade
Reading
Economically disadvantaged
Economically advantaged
74
59
40
2010
50
2011
MEAP % proficient(cut scores applied)- 5th Grade
Reading
Economically disadvantaged
Economically advantaged
80
77
77
70
2010
2011
72
66
09
70
10
11
76
69
54
09
10
11
Saginaw Public Schools
DATA Fluidity
START
Create A
FAST
Team
Conduct an
inventory of
instructional and
Assessment practices
Assimilate Fluid
and Static data for
inquiry probing
R
E
P
E
A
T
Align Data,
SQP and
Instructional
practices
Monitor
Instructional
Practices with
focused classroom
walkthroughs
Assess
Goals
A one page condensed version of our 82 page SQP
document. This is on the outside of every classroom door.
Teachers developed this rubric for instructional practices that
will be seen in every classroom. Business leaders, community,
and parents will use this rubric as we schedule stakeholder
walkthroughs throughout the year.
Bay City Public Schools
 State Top
to Bottom list
 19% to 46%
 ACT Composite Score
 2010: 18.3 2011: 18.6 2012 19.3
 Special Education Population
 22%
 The only significant change in four years???
 We began Great Expectations in summer
2009
 Title
II funds go to Great Expectations
training.
 Out of 76 teachers, counselors and
administrators, 45 have attended summer
training
 It has become the common language of our
school
 Our goal is to achieve Great Expectations
Model School status by spring 2014.
 That means we have 90% of our teachers
applying 100% of the 17 classroom
practices.
The teacher models
desired behavior
 Teachers and students
speak in complete
sentences and call
each other by name
 Students are taught as
a whole group
 Lessons are integrated
 Critical thinking skills
are taught

Mistakes are okay
 Memory work,
recitations, and/or
writing occur daily
 Enriched vocabulary is
evident
 The Magic Triad
 Every student’s work is
displayed
 Word identification
skills are used

Students assume
responsibility for their
own behavior
 A school, class, or
personal creed is
recited/reflected on
daily
 All students
experience success
 The teacher teaches on
his/her feet

Each classroom has a
student greeter
 Teachers and students
celebrate the
successes of others.
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Remember: 90% of
teachers implementing
100% of practices.
But what does it look like
in the classroom?
Teacher, Bay City Central High School
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Our presentation is posted at the following web site:
http://greatlakesbayinstruction.org
• under “Handouts”
•
http://animoto.com/play/6c0x5reBflHcHmbvkVp41w